Transition to Pandemic: Reality Shock and Role Development for the Novice Nurse.

Background The challenges related to the transition to professional nursing practice for the novice nurse have been well documented. In 2020, the transition to professional nursing was complicated by COVID-19. This research assimilated important qualitative perceptions related to the reasons novice nurses sought professional nursing practice and the impact of the pandemic on the decision to become a nurse, and identified the novice nurses' concerns related to COVID-19 and direct patient care. Method A qualitative survey was completed by recent BSN graduates. Data were analyzed using content analysis of the open-ended questions. Results New graduate RNs identified the following themes: helping and caring for others; being inspired by practicing nurses; apprehension; validation of professional choice; dangerous conditions; and underprepared to care for patients with COVID-19. Conclusion Nurse leaders should be cognizant that the transition experience of new nurses who began their practice during the pandemic may be more complex than that of previous new nurses. The information from this study presents an opportunity for the staff of health care institutions to be mindful of these factors as they mentor and support these much-needed new nurses. [J Contin Educ Nurs. 2022;53(12):557-564.].

Clinical Nurses' Perceptions of a Senior Capstone Dedicated Educational Unit.

Clinical nurses' perceptions of a senior capstone dedicated educational unit (DEU) model to transition to practice was evaluated in a pilot study. Nursing students were placed in the traditional capstone and the DEU senior capstone unit with clinical nurses. Staff nurses completed an online survey to compare and contrast satisfaction and effectiveness of the models. The results of the study revealed no perceived differences in the outcomes of a DEU experience as compared to the traditional preceptor model. However, nursing management reported an improved sense of leadership and teamwork on the unit with the DEU model.

Academic-Practice Partnership: Benefits and Sustainability of the Northeast Region VA Nursing Alliance.

BACKGROUND: The Northeast Region VA Nursing Alliance is an academic-practice partnership founded in 2007 between the Veteran's Administration (VA) Boston/Bedford HealthCare Systems and six schools of nursing. METHOD: The purpose of this retrospective review was to examine the outcomes of the Northeast Region VA Nursing Alliance in accordance with the mission, goals, and sustainability of the alliance. RESULTS: The review confirmed that the alliance has successfully accomplished the mission and goals and continues to be a leader in academic-practice partnerships. CONCLUSION: Since inception, the academic-practice partnership has increased the number of clinical rotations and clinical faculty, educated nursing students on the care of Veterans, developed dedicated educational nursing units, increased Veteran-centered research, and provided a plethora of educational programs to increase knowledge related to Veteran health care issues. [J Nurs Educ. 2018;57(10):620-623.].

Teaching Patient-Centered Care Through the Veterans History Project.

Determining the best ways to teach military culture and the veteran experience to nursing students and new nurses is an essential component in developing a culturally sensitive nursing workforce. The purpose of this article is to describe a theory-driven, experiential learning approach to integrating the Veterans History Project into the curricula for a postbaccalaureate nurse residency program. Participants acknowledged that this educational project better prepared them to care for the veteran population.

Dedicated Educational Nursing Unit: Clinical Instructors Role Perceptions and Learning Needs.

Over the past decade, health care leaders have called for a radical transformation in health care and nursing education. Patient care has become complex, demanding succinct interprofessional communication and collaboration to optimize the care of the patient, and the nurse at the bedside is the optimal leader at the point of care. Assistance with the clinical reasoning and critical thinking with nursing students is pivotal for successful patient outcomes. The expert clinical nurse at the bedside is the premier faculty to guide the young practitioner in the care of the patient. A dedicated educational unit (DEU) is an example of an academic-practice partnership designed to provide students with a positive clinical learning environment. The purpose of this qualitative research study was to identify the role perceptions of staff nurse's participating as clinical instructors on a DEU and the perceived educational learning needs of the experienced staff nurses. After Veterans Affairs Boston Healthcare System Institutional Review Board approval, a total of 8 nurses serving in the role of clinical instructor on a DEU participated in the study. Content analyses were used to code and synthesize common theses from the interviews. The themes that emerged related to role perception were mentoring, ensuring competency with basic skills and tasks, and development of critical thinking in nursing clinical education. The themes related to perceived learning needs of staff nurses related to the role of clinical instructor were the need for clear objectives from the academic affiliate, more coordination and acknowledgement by the academic affiliate, and addition education in dealing with students with diverse learning needs and accommodations.

Clinical judgment development using structured classroom reflective practice: a qualitative study.

This qualitative study examined the incorporation of "reflection-on-action" in a structured reflective classroom format as defined by Tanner's Clinical Judgment Model on the development of perceived clinical judgment and clinical confidence in Bachelor of Science nursing students. The qualitative results described the students' perceptions of the benefit of the intervention on their development of clinical judgment and clinical confidence. This research was an important contribution to the debate regarding the benefit of structured reflection in a classroom setting. By using reflection in the classroom, nurse educators may influence the education-practice gap and incorporate new pedagogies to strengthen the educational preparedness of nursing students to provide high-quality, competent, compassionate care to patients and their families.